Enrollment in Advanced Courses (ACs) during high school is associated with college and career readiness and early college success, especially for students of color and low-income students of all races.
AIR contributed to the development of National Disability Policy: A Progress Report, released on October 31, 2011 by the National Council on Disability. This annual progress report describes the current state of people with disabilities in America.
In his 1964 State of the Union Address, President Johnson launched the War on Poverty, beginning with these words: “I will be brief, for our time is necessarily short and our agenda is already long.” In this blog post, Peter Cookson argues that progress has been made, and that ...
The final report of an ongoing series of reports based on data collected for the Teacher Assignment and Student Work Study for the evaluation of the Bill & Melinda Gates Foundation’s high school grants. We first review findings on redesigned schools from our previous research and summarize key findings from ...
In this first of two blogs on apprenticeships in the U.S., AIR senior researcher Marjorie Cohen discusses how the U.S. might benefit from implementing the European model of registered apprenticeships.
Exclusionary school discipline policies once instituted to prevent serious infractions have crept into discipline practices for minor issues. Youth who participated in a roundtable on the subject contend that it limits opportunities to learn and compromises academic achievement; is applied disproportionately and subjectively; and deprives students of the ...
In the marketplace, people with disabilities—and their families, friends, and advocates—wield considerable spending power. This underrecognized market sector offers tremendous potential to the business community. AIR and its partners created two research briefs that inform the business community in Boston and several other top metropolitan areas about the challenges faced ...
The initiatives to enhance adult learning program accountability and assessment systems of the following states are described in this paper: Colorado, Connecticut, Delaware, Florida, Georgia, Iowa, Kentucky, Oregon, Texas, Washington, West Virginia.
How can afterschool and expanded learning practitioners measure young people’s personal and social skills? How can they use that data to improve their programs and systems? To answer these questions, AIR worked with Every Hour Counts, a coalition of citywide organizations that increase access to quality learning opportunities by providing ...
This brief highlights findings from the Program for the International Assessment of Adult Competencies (PIAAC) in an effort to obtain a clear understanding of the ability of adults to undertake digital problem solving. This brief uses data gathered from a sample of 5,000 adults across different socio-demographic groups in the ...